Studying the Effect of Guided Learning by Teaching in Learning Algebra Equations

• In Event: 33.076 - Teaching and Learning Mathematics With Technology

Abstract

The purpose of this paper is to investigate the effect of adaptive scaffolding to facilitate learning by teaching in learning to solve Algebra equations. Students learn to solve equations by teaching a synthetic peer, called SimStudent that acts as a tutee that attempts to solve problems and asks questions. SimStudent has been integrated into an online learning environment called APLUS in which students interactively tutor SimStudent. One of the notable findings in our past studies is that learning by teaching does not happen automatically without carefully designed scaffolding. We therefore have developed a third party agent—a meta-tutor—that provides students with assistance on tutoring. To evaluate the effectiveness of the meta-tutor, we conducted in vivo studies.

Authors

• Noboru Matsuda, Carnegie Mellon University

• Gabriel J. Stylianides, University of Oxford

• Kenneth R. Koedinger, Carnegie Mellon University